Community of Practice for New Tenure Track Faculty

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Title: Community of Practice for New Tenure-Track Faculty

Duration: [ ] Fall 2013 only [ X ] Winter 2014 only Spring 2014 only [ X ] Full-Year [ ]

Facilitator

: Alex Reed, Associate Professor, Design and Human Environment, College of

Business

Focus :

This community offers new tenure-track faculty with the opportunity to enhance their teaching interests and abilities through seminars, retreats, national conferences, faculty mentors, teaching projects, and colleagueship of peers from other disciplines .

Participants

: This Faculty Learning Community (FLC) assists selected new tenure-track faculty in

developing their teaching abilities and interests by enabling them to participate in a two-semester series of special activities and to pursue individual projects related to teaching. The faculty mentors receive financial assistance for their projects and reduced teaching assignments during one semester. They select and work with experienced faculty who agree to be mentors. Each Teaching Mentor selects a new tenure-track faculty member to partner as his or her mentor. The mentor can be from the same department or from another department. The structure of the mentor-mentee relationship is flexible. For example, mentors and protégés may attend one another’s classes, discuss teaching philosophies, and explore University issues together.

Outcomes

: The outcomes of this FLC are to provide new tenure-track faculty with the

following:  Information on teaching and learning    Opportunities to observe, assess, and practice innovative teaching and uses of technology Time and financial support for individual investigations of teaching and learning problems and projects Development of syllabi, including articulation of clear learning objectives         Strengthening of basic teaching skills, for example, leading class discussions, testing, and balancing both lecture and active learning Clearer communication with students Ways to build a course around assessment of learning, for example, determining that students achieve stated learning objectives A multiplicity of ways to gather and provide information for both formative and summative evaluation of teaching Opportunities to share ideas and advice with faculty mentors Awareness of teaching as an intellectual pursuit and exploration of ways to engage in the scholarship of teaching Interdisciplinary colleagueship and support from teaching mentors Opportunities to share, via outreach, their enthusiasm and experience with other new faculty

Activities:

The Community activities include the development of the scholarship of teaching. First, participants are introduced to the literature through several readings and seminars. Recent seminar topics include the evaluation of teaching, enhancing the teaching/learning experience through awareness of students’ intellectual development, the effect of gender, race, and class on the teaching/learning process, sharing student and faculty views of teaching and learning, and the scholarship of teaching. In May, participants attend the Lilly Conference on College Teaching, where they interact with nationally known teacher scholars. In Fall, participants will present at the 2014 Fall Teaching Symposium through the Center for Teaching and Learning at OSU.

Potential Meeting Time

: MU La Raza Room (208) Every other Tuesday, 1:00 – 3:00PM (Video Conference also)

Stipend

: Participants will receive a stipend ($1000 full-year) for active participation in the FLC and upon fulfilling all FLC expectations. These expectations include attendance/participation in at least 80% of all group meetings and work, attendance/participation in the end-of-year FLC luncheon on June 6, 2014, submission of an end-of-year report documenting individual outcomes and results for the FLC’s project(s), and completion of the end-of-year feedback survey. Marian Moore Center for Teaching and Learning Oregon State University January 30, 2014 Teaching Symposium

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